Mark Twain and CT Yankee Technology

Technology in Mark Twains A Connecticut Yankee in
King Arthurs Court

3-6 Days
History: High School
DESIRED RESULTS
What are the big ideas that drive this lesson?
Often, the course of history can change as a result of invention and

technological innovation. For the cultures that produce these
technological changes, they are often initially perceived as fads or
even as magic without a widespread appreciation for the long term
impact of them. These innovations are also sometimes resisted and
condemned, but the changes occur nonetheless.
The purpose of this lesson is to demonstrate how technological
changes are able to affect everyday life in many, and sometimes in
unforeseen ways. Mark Twains novel A Connecticut Yankee in King
Arthurs Court tells the tale of how technology can impact a society,
as well as how that technology can be redirected or misdirected
toward motives and applications never intended by the inventor.
What are the essential questions that students must answer in order to
understand the big ideas?
Just because a technology or method of operation exists, is it

necessary that people use it on a widespread scale? Why or why not?
How can using a new technology or technique be used for purposes
other than its original intention?
What are some examples of innovations that have been used for
different purposes than intended, and that had unforeseen results?
Are there examples of this happening in American History? What are
these examples?
What safeguards have been historically used to monitor and control
how innovations have been used? What safeguards and protocols
can we put into place to govern and regulate how modern innovations
are used?
How do you think these innovations have already changed or have
the potential to change our culture?
CORE UNDERSTANDINGS
Identify what students will know and/or be able to do.
Students will understand how technological items/changes in
procedure may change the course of history and altered human
culture.
Students will be able to discern and explain how certain inventions
caused (directly or indirectly) an advance in American industry,
agriculture, education, etc.
Using the modern age as context, students will be able to identify
and explain how innovations in technology, medicine, education or
another chosen field has changed our culture for the better or
worse.
Students will be able to identify how Hank Morgans contributions
to Arthurian England did or did not help to improve the society
according to its own standards and to his own, and substantiate
their thesis in a well-developed essay.
Students will be research a technological innovation from the recent
past (20-25 years) and compose a persuasive essay that evaluates
how the technological change impacted the world.
SUGGESTED ASSESSMENT(S)
Participation in classroom activities and discussions.
Create a graphic timeline of the events that happen to Hank Morgan in the
book.
Persuasive essay that explains how Hank Morgans contributions to
Arthurian England did or did not help to improve the society according to
its own standards and to his own.
Creative essay that identifies one of Hank Morgans innovations (industry,
training schools, libraries, military academies, etc.) and applies it to the
21st century, explaining how it will be implemented, how it will be financed,
and how it will impact the target audience.
Persuasive essay that evaluates how the technological change impacted
the world.
LEARNING EXPERIENCES
What are the specific activities and sequence of instruction that will be
used to engage students in this lesson?
1. Students should first complete their reading of A Connecticut Yankee
in King Arthurs Court. While the students are reading, have them note
the many period and anachronistic technologies brought up throughout
the story.
2. Once completed, tell students to imagine that they have found
themselves in same situation as Hank Morgan, transported back in
time. Ask them what technologies they use to gain power in the 6th
Century? How would they go about creating these technologies and
using them to their advantage? Using either drawings or 3-D models,
ask them to present one example of their works of magic to the class.
3. Then have groups of students create two timelines showing the
technologies used by Hank Morgan in the story.
The first timeline should graphically illustrate in what
order he used the items at his disposal, and the second
timeline should show the historical invention date
(approximate if need be) and where/by whom these
things came into existence.
Make them large and full of visuals and text for display in
the classroom. Once completed each group will present
their timeline to the other group.
4. Have the students take one of Hanks innovations (training schools,
industrialization, etc.) and modernize it for the 21st Century. Establish a
basic idea, how you would go about implementing it, how you would
finance it and your target audience. Create a desktop publishing
document, PowerPoint or some other presentation using words and
visuals to present your idea to the class.
For the instructor: Look at the Internet suggestions (see
materials section that follows: the teacher should post
these sites for students to use). In a well-developed form
of your choosing (graphic, essay, PowerPoint, etc.), show
how these inventions are or are not reflected in
Connecticut Yankee and why you think Twain chose to
use these inventions in his work. Present your findings to
the class.
COMMON CORE CONNECTIONS:

CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or
information of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the key details and
ideas.
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse
sources, both primary and secondary, into a coherent understanding of
an idea or event, noting discrepancies among sources.
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or
sequence of events and explain how specific individuals, ideas, or
events interact and develop over the course of the text.
MATERIALS AND ATTACHMENTS

Copies of A Connecticut Yankee in King Arthurs Court by Mark
Twain
Internet starter website suggestions
Introductory Internet Resources
http://www.enchantedlearning.com/inventors/1800b.shtml
(Inventors and Inventions from 1851-1900). Accessed
7/21/2011.
http://www.zyzyo.com/2011/04/19th-century-inventions-that-
changed-our-world/ (Top Lists). Accessed 7/21/2011.
http://www.magicdragon.com/UltimateSF/timeline1910.html#i
nventions (Some Inventions and Innovations from 1890-
1910). Accessed 7/24/2011.
http://etext.virginia.edu/toc/modeng/public/TwaYank.html
(The e-text version of A Connecticut Yankee in King Arthurs
Court). Accessed 7/24/2011.
http://www.marktwainhouse.org/house/floor_plans.php (Mark
Twain House and Museum website, virtual tour). Accessed
7/24/2011.
Blooms Taxonomy
Internet accessible computers (with printer access)
SUGGESTED LESSON EXTENSIONS TO ENHANCE STUDENT LEARNING

In an essay have the students explain how Hank Morgan comes to power
in medieval England using 19th Century innovations. Is it a peaceful
change or a disruptive one? Use textual support to justify your answer.

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Technology in Mark Twains A Connecticut Yankee in

King Arthurs Court

Often, the course of history can change as a result of invention and

Just because a technology or method of operation exists, is it

COMMON CORE CONNECTIONS:

MATERIALS AND ATTACHMENTS

SUGGESTED LESSON EXTENSIONS TO ENHANCE STUDENT LEARNING

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